In "Belonging and Identity in STEM Higher Education," leading scholars, teachers, practitioners and students explore belonging and identity in Science, Technology, Engineering and Mathematics (STEM) fields, and how this is impacted by disciplinary changes and the post-pandemic higher education context. In STEM fields, positivist…

Recent science reform documents have called for incorporating authentic scientific discourse into science classes as engaging in discourse has shown to result in numerous benefits. Whether these benefits are observed in students depends upon the quality of the discourse in which they engage. However, characterizing the quality of student-student…

Provides insights on the use of case studies as a method of instruction. The article partitions into the following sections: (1) Case studies as a teaching technique; (2) How to write a case; (3) How to teach a case; and (4) Pluses and minuses of the case method. (ZWH)

Problem-based learning, process-oriented guided inquiry learning, and peer-led team learning are student-centered, active-learning pedagogies commonly used in science education. The characteristic features of each are compared and contrasted to enable new practitioners to decide which approach or combination of approaches will suit their…

A "colloqution module" (an instructional unit/strategy used in a conversation) consists of a reading assignment and a series of questions/activities. The strategy is suggested as an alternative to the lecture method. A sample module on insecticides (together with design information and advantages/disadvantages) is included. (DH)

Lists postulates on which the author bases his approach to large class instruction. Suggestions are given for such administrative, operational, and academic procedures as organizing handouts and class information; avoiding "busy work"; finding out about the students (personal and academic); making an assignment due every class; and providing quick…

An open format in which students keep log books to help them become more active in the learning process is discussed. Included are creative thought and language, visualization, and using writing to learn how to learn. Examples of student writing are provided. (CW)

Describes how one teacher and 46 general chemistry students used portfolios as part of the evaluative process. Argues that any worthwhile assessment must address questions about the inevitable impact of testing on students and their learning. (PR)

Extensive and detailed overhead projections, a complete set of reduced overhead miniatures in booklet form for each student, and tape recordings are used in a lecture setting to capitalize on the learning preferences of both visual and auditory learners. The use of the strategy in introductory chemistry is described. (JN)

Presents a self-instructional package for medical students and graduate students and is intended to communicate the basics of ionic equilibria in a lecture format. The package deals with osmotic aspects of the Gibbs-Donnan Equilibrium and with ionic equilibria. (Author/SA)

Presented is a study in which students' intellectual reasoning development was evaluated following instruction that emphasized formal operations in a traditional lecture format. Results indicated that formal-operational students had significantly more success in the three reasoning areas than transitional students and transitional students had…

This paper is the first of a two-part series which discusses the findings related to lecture information in beginning crop science courses offered in Land Grant institutions. Survey results revealed considerable differences regarding course organization and teaching methods, but similarities in overall goals and topic areas. (ML)

Discusses how "live" experiments were combined with media packages and recorded lectures to allow coverage of more material and foster greater student/teacher interactions. Notes were distributed at the beginning of the semester which allow students to record experimental data from class demonstrations. Problems and suggestions for course…

Describes a method for students to evaluate and experience a repetition of important physics concepts during regular lecture sessions. The major goal was to train students to focus attention on course materials. (SK)

Describes a case study on breast cancer and the access to adequate medical care to help demonstrate the use of the case study method in instruction. This is one of a series of articles written to stimulate interest in the use of the case study method in teaching undergraduate level science. (ZWH)